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Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect
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International Conference on Cognition and Exploratory Learning in Digital Age (CELDA),

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Abstract

The study examined the interaction between field dependence-independence (FD/I) and learning with modeling software and simulations, and their effect on children's performance. Participants were randomly assigned into two groups. Group A first learned with a modeling tool and then with simulations. Group B learned first with simulations and then with a modeling tool. A statistically significant interaction was found between FD/I and the order of using the two types of software. FI children in group A outperformed FD children in the same group on the modeling task. However, these results were not observed with the FD children in group B indicating that learning first with simulations facilitated the subsequent learning with the modeling tool of FD children only. [For the complete proceedings, see ED557311.]

Citation

Angeli, C., Valanides, N., Polemitou, E. & Fraggoulidou, E. (2014). Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect. Presented at International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2014. Retrieved January 28, 2023 from .

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